Barriers to STEM Efficacy and Outcome Expectations Among Native American College Students

Datos Bibliográficos

ID8914733
AutoresSherri L Turner (0000-0002-0380-2223, University of Minnesota, autor de correspondencia), Ellen Hawley Mcwhirter (0000-0002-9670-3629, University of Oregon), Hang-Shim Lee (0000-0002-1460-3852, Counseling Psychology, Konkuk University, Seoul, South Korea), Gale Mason-Chagil (Private Practice, St. Paul, MN, USA), Steve Smith (0000-0002-0607-2393, Counseling and Psychological Services, Brigham Young University, UT, USA), Sue C Jacobs (Counseling Psychology, Oklahoma State University, OK, USA), Aaron P Jackson (0000-0003-1663-5951, Brigham Young University)
Año2022
Volumen50
Número7
Páginas981-1008
Fecha de publicación2022-06-29
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe Counseling Psychologist (JOURNAL)
Identificadores de la revistaISSN: 0011-0000 • E-ISSN: 1552-3861
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/00110000221108454
OpenAlexW4283716857
IdiomaEN
Citas recibidas4
Referencias citadas40

Native Americans are severely underrepresented in science, technology, engineering, and math (STEM). In this study, we examined the construal, salience, and relevance of the barriers that Native American college students believe could impact their STEM career preparation. An exploratory factor analysis of the Perceptions of Educational Barriers Scale conducted with 152 Native American college students yielded 8 perceived barrier factors: school expensive, lack of access, lack of preparation, not smart enough, not good at math/science, family responsibilities, discrimination, and lack of support. School expense was by far their greatest barrier, and for men, this barrier negatively predicted their STEM career self-efficacy, with self-efficacy positively predicting their STEM career outcome expectations. For women, lack of support positively predicted their STEM career self-efficacy, with self-efficacy positively predicting and discrimination negatively predicting their STEM career outcome expectations. Results are interpreted in light of social cognitive career theory

Exploratory factor analysis · Native american · Psychometrics · Salience (neuroscience · Self-efficacy · Social cognitive theory · Career Development and Diversity · Clinical Psychology · Diverse Educational Innovations Studies · Education, Achievement, and Giftedness · Psychology · Social Psychology